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LESSON PLAN

TEACHER: Tudor Violeta
SCHOOL: Școala Gimnazială Predești
GRADE: 8th
LEVEL: 4th year of study
NO. OF CLASSES PER WEEK: 2
NO. OF STUDENTS: 13
TEXTBOOK: SNAPSHOT - Intermediate
DATE: 25th of February 2016
LESSON: “I wish… ”
TYPE OF LESSON: aquisition of new knowledge
TOPIC: Second conditional
VOCABULARY:

Electrical equipment
STRUCTURES:

Second conditional

None and any specifically
FUNCTIONS/COMMUNICATION:

Giving reasons and expressing opinion
SKILLS: integrated
AIMS:

students read the text and gist it for specific information;

students practice the new language structures;

students write the new grammar structure in their notebooks;
OBJECTIVES
COGNITIVE: by the end of the lesson students will be able to :

understand and react adequately to complex questions and statements;

express information explicitly;

introduce a point of view;

become aware and show understanding of the forms;

understand, produce and use the stated information;

skim to obtain a general impression of the text;

scan to locate specifically required information;

express themselves in free writing and speaking.
AFFECTIVE:

making students confident in their ability to use the language;

ORGANIZATION AND TIME:  Whole class  Individual work  Pair work  50’ ASSUMPTIONS: I assume that most of the vocabulary to be taught is already known to my students. dialogues. creating interest in the topic of the lesson. conversation. drilling. gap-filling exercise. questions and answers. sentence writing.  foster learner independence and cooperative learning.  creating a relaxed atmosphere. ANTICIPATED PROBLEMS: Ss might not be very eager to participate . TEACHING AIDS:  SB/TB/Language boosters  Worksheets  Blackboard TEACHING METHODS AND TECHNIQUES:  Communicative approach  Exercise.  stimulating students’ imagination and creativity. Ss may be confused by some new words. Ss may have some problems in using tenses . proper for studying. STAGES OF THE LESSON Activity 1: Warmer Aims:  to review the previously learnt material  to motivate and involve students by means of personalisation Procedure Interaction Timing .

T-Ss T-Ss T checks attendance.1b page 65. Activity 3: Reading comprehension Aim :  to check understanding of the text Procedure Interaction T asks Ss to read the text and in pairs check any new words. T elicits relevant vocabulary T-Ss by asking questions such as : T-Ss Where is the boy? T-Ss What is he doing? T-Ss What other objects do you see in the picture? Ss-T Have you got a sound system/ computer? 5 min When do you use them? What for? What does your bedroom look like? Does it look similar to this one ? T-Ss What is the same? What is different? Do you have special things which mean a lot to you e. Ss do the exercise.T checks T-Ss theT-Ss answers with the whole class. Ss answer. 10 min Activity 2: Lead-in Aim: to prepare the context of the lesson by means of picture exploitation Procedure Interaction Timing T asks Ss to look at the picture in the book.T greets Ss and asks about their state of mind and how they feel.g. T-Ss T asks Ss to check their homework. a special present? What is your favourite item? Is there anything you don”t have but would like to have? T reads the title of the text and makes a brief survey with the class about what they think it is the text about.2 page 65 about the electrical equipment and Ss-Ss to do it. Ss-T T asks Ss to look at ex. T-Ss Ss read their homework. In pairs. Then T asks the Ss to complete theT-Ss IW information about Ross in ex. Timing 15 min .

Ss write the assignment in their notebooks.T-Ss T-Ss Ss complete the sentences individually. (Exercises on the worksheet). Timing 10 min Interaction Timing T-Ss 5 min . Ss-T Activity 8: Assigning homework Procedure T explains homework. Timing 5 min Activity 5: Practicing structures – semi controlled practice Aim:  to provide opportunity to use recently learnt material  to produce and use explicitly the recently learnt material T Procedure Interaction T asks Ss to solve ex. isolation and exemplification Aim:  to introduce the new language structures Procedure Interaction T asks Ss to look at the examples in the book (Grammar Snapshot) T-Ss T-Ss and checks understanding by asking questions. T-Ss T goes through the answers with the whole class. page 66 after she first reads the example. T-Ss T writes examples on the blackboard and Ss copy them in their notebooks. T encourages Ss to give reasons for their answers. T praises Ss for their work and gives grades.Activity 4: Presentation.7.

6. ______________________________. What sort of computer__________________(you/buy)if ______________(you/have) 2000 pounds to spend? 3. _______________(I/not buy) a sound system unless ___________ (it / have) a record deck. true __________________________________. Complete the second conditional sentences with the correct form of the words in brackets. 4. 1. 2. 5. _________________ (you/have) more money if ______________ (you/not spend) so much on CDs. ________________ ( I /not have) a mobile phone if ___________ (you /pay) me! B. true 1 1) If you drove from Paris to Lisbon.A . ______________ (I/not change) my old sound system for a new one unless _______________(it/be broken). 1 true 2) If he studied the new words. I’m sure __________________ (the camera/work) if ______________(you/put) new batteries in it. true . Finish the sentences. 1 3) You would have slept much better _____________________________.

. ________________________________________. true _________________________________. true true ______________________________________________. 1 7) If I were you. 11) If I get fed up with my studies ________________________________. 1 true 5) My uncle would stay longer in York ____________________________.1 4) If I am distracted the next time I am trying to study _________________. 1 true 6) If you wait a minute. 1 10) If we saw the film ______________________________________. 1 true 9) If Amy does the washing up. 1 8) The teacher will not be happy _________________________________.

12) I would go to the party _____________________________________. .